unit6新编综合英语教程(上外出版社)

Unit 6 Women, Half the SkyText A I’m Going to Buy the Brooklyn BridgePreview Tasks: Read Text A and answer the following questions:1. Tell some information on the current situation of women’s liberat ion and find some examples to support your idea.Suggested answers: Women are supporting one another, standing side by side, “toe to toe”, but they still have a long way to go. They are only in the early stages of their struggle to get what they want and to get men to change their ideas. They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands.2. Preview Text A and summarize the main idea, then finish the exercise about the text structure on page 184 about the structure of the text and summarize the main idea of each part.Suggested answers: See Part III. Structure and Main IdeaTeaching Objectives:Students will be able to:1.grasp the main idea and structure of the text;2.appreciate how the author achieves coherence for her essay;3.master key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Periods 1 and 2 (90 minutes)I. Cultural Notes (15 minutes)T asks Ss to tell how much they know about The Brooklyn Bridge and Feminism, then shares them the following information.A. The Brooklyn Bridge(5 minutes)小练习：T reads the following paragraph once and asks Ss to fill in the blanks.The Brooklyn Bridge: the bridge over the East River in New York City that connects Manhattan with Brooklyn. It was opened in 1 and has a 2 of 1595 feet (486meters). The Brooklyn Bridge is considered a 3 of 19th-century engineering and a bridge of many firsts. It was the first 4 bridge to use steel for its cable wire; it was the first bridge to use explosives in a dangerous underwater device called a caisson. The expression selling the Brooklyn Bridge to somebody means 5 .Suggested answers: 1. 1883 2. length 3. brilliant feat 4. suspension5. tricking them in a dealB.Feminism: (5 minutes)In the 1960s feminism (= the belief that women and men are equal in abilities and should have equal rights and opportunities) became the subject of intense debate when the women’s liberation movement encouraged women to reject their traditional supporting role and to demand equal status and equal rights with men in areas such as employment and pay. It is widely accepted by younger people that women should, if they wish, be allowed to develop their careers and not give up work when they have a family. Feminism has brought about many changes in the English language. Many words for job titles that included “man” have been replaced, for example “police officer” is used instead of “policeman” and “chairperson” for “chainman”. “He” is now rarely used to refer to a person when the person could be either a man or a woman. T he title “Ms” is used for womeninstead of “Miss” or “Mrs.”, since it does not show whether a woman is married or not.C. John Milton (1608-1674): (5 minutes)English poet, whose rich, dense verse was a powerful influence on succeeding English poets, and whose prose was devoted to the defense of civil and religious liberty. Milton is often considered the greatest English poet after Shakespeare. His masterpiece, Paradise Lost, is considered unsurpassed among English epic poems. It is a powerfully imaginative and dramatic work, based in part on the biblical story of the temptation and fall of Adam and Eve in the Garden of Eden.II. Introductory Words (10 minutes)You may all know the well-noted female professor in our university --- DongYajuan(董雅娟)，who succeeded in cloning cows. You may also know the mother college student（妈妈大学生）on the campus, who studies here while she has to take care of her baby after class. You may have watched the TV series《当家的女人》. With great efforts, the heroine in the TV series managed to bring the poor family to a well-off one and she herself became a famous local leader.How do you think women like them? From them you may find women today are extremely independent . They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands. In one word, women today are capable of holding up half the sky.In this unit, we’ll learn two stories of this kind. Text A focuses on how the belief in superwoman encourages average women to achieve their goals. Text B tells a woman at her age of 29 quitted her job and bean anew by returning back to school and finally realized her dream and started her new career.Next let’s focus on Text A.(Notes: Here Ts may also introduce the text by leading Ss to discuss some of the following questions:1. Do you think male and female graduates from your college have the same job opportunities? Suggested answer: The male graduates have more opportunities. On some occasions, female graduates are definitely refused.2. If you are married, would you prefer your wife to pursue her career or take good care of the family? Why?Suggested answers: I prefer my wife to pursue her career because women and men are equal in abilities and should have equal rights and opportunities to do their jobs.I prefer my wife to take good care of my family because the wife’s job is just to take care of her husband, cook meals for him, watch clothes for him, clean the house for him, bear babies for him.3. What do you think of President Mao’s famous saying that women hold up half the sky? Suggested answer: Nowadays, everyone may find women today are extremely independent . They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands. There are more and more female house buyers so the housing market witnesses a She-Era. Examples of this kind are endless. In one word, women today are capable of holding up half the sky.)III. Structure and Main Idea (40 minutes)T may illustrate the structure with the following graph:The above graph shows: Despite her friend’s advice, the author, unable to resist the temptation, falls for superwoman stories again. One day, she meets a superwoman face to face and her encounter influences her a lot. She thinks a lot and analyzes what prevents her from becoming a superwoman herself. The factors are such as: she is unable to get an act together, she almost expects things to go wrong as soon as she sets to work, anything on the schedule will take up much more of time set aside, she usually feels exhausted after a busy day and never thinks about doing more. But she is still fascinated by modern superwoman tales. After her analysis, she comes to the conclusion that to her, admiring a heroine is something worth doing.According to the graph and the exercise on page 184, the text can be divided into five parts: Array IV. Detailed Explanation of Each PartParas 1-3 (15 minutes)T asks Ss at random to answer the following questions:1. According to the first two paragraphs, why did a friend say “if I believed everything in the report, she had a bridge in Brooklyn she'd like to sell me.”?Because the friend thought the stories reported about superwomen were not true and never happened, so it was impossible for women to succeed both in jobs and family life.2. what does the term “a bridge in Brooklyn” mean according to your understanding?It refers to an incredible story, something impossible.V. Homework:(10 minutes)1. Reread the text carefully and understand the following sentences according to the context:Since my own schedule rarely succeeds, her accomplishments fill me with equal amounts of wonder and guilt.(Para 4)I should have known better than to ask. (Para 6)If I create schedules of military precision in which several afternoon hours are given over to the writing of the Great American Novel, the school nurse is sure to phone at exactly the moment I put pencil to paper. (Para 9)Despite my friend's warning against being taken in, despite everything I've learned, I find that I'm not only willing, but positively eager to buy that bridge she mentioned. (Para 12)Then I'll tell her a story: the tale of a woman who bought her own version of that bridge in Brooklyn and found that it was a wise investment after all.( Para 15)2. Finish Comprehensive Exercise on page 192.Periods 3 and 4 (90 minutes)I. 小练习：Listen to the passage (T may read it ) and answer the questions that follow.(10 minutes)The most commonly granted degrees in the U.S. are the B.A., or bachelor of arts, and the B.S., or bachelor of science, both given generally after the completion of a 4-year course of study and sometimes followed by a mark of excellence. The master's degree is granted after one or two years of postgraduate work and may require the writing of a thesis or dissertation. The doctorate requires two to five years of postgraduate work, the writing of a thesis, and the passing of oral and written examinations. In the mid-1990s U.S. institutions of higher learning annually granted about 1.2 million bachelor's degrees, some 387,000 master's degrees, and 43,000 doctor's degrees.1.what are the most commonly granted degrees in the U.S.?The most commonly granted degrees in the U.S. are the B.A., or bachelor of arts, and the B.S., or bachelor of science.2. What does the master's degree require?The master's degree may require the writing of a thesis or dissertation.3. How many master's degrees were granted annually in the mid-1990s U.S.?In the mid-1990s U.S. institutions of higher learning annually granted some 387,000 master's degrees.II. Detailed Explanation of Each Part (60 minutes)Paras 4-7A. Paraphrase the following sentences:T asks Ss at random to paraphrase the following sentences:1. Since my own schedule rarely succeeds, her accomplishments fill me with equal amounts of wonder and guilt.Because I seldom do based on my own schedule, I feel sense of guilt as much as I am amazed at her accomplishments.2. I should have known better than to ask.I should have known the answer so it was unnecessary to ask.3. Other women, it seemed to say, are movers and shakers — not only during office hours, but in their spare time as well. It seemed to say that other women do excellently at their jobs as well as in their spare time.B. Answer the following questions:1. What figure of speech is applied in the sentence “Her life runs as precisely as a Swiss watch ”? Simile.2. What does “it” in the sentence “What, it asked, do you accomplish in your spare time?” refer to? “It” here refers to a jar of strawberry mentioned in the first sentence in para 7.Paras 8-11A.Paraphrase the following sentences:T asks Ss at random to paraphrase the following sentences:1. If I create schedules of military precision in which several afternoon hours are given over to the writing of the Great American Novel, the school nurse is sure to phone at exactly the moment I put pencil to paper.If I make schedules precise like military plans, in which I will spend several afternoon hours on the writing of the Great American Novel, I will be surely interrupted by the school nurse who phones me at exactly the moment I start to write.Metaphor is used in the phrase “schedules of military precision”. It means schedules as precise as military plans.2. In fact, I waste a good deal of my spare time just worrying about what other women are accomplishing in theirs.In fact, a lot of spare time I waste is just spent on worrying about what accomplishment other women achieve in their spare time.B. Be familiar with Get + infinitiveGet + infinitive is often used to mean one has the opportunity to do something or is allowed to do it.e.g. We didn’t get to see her --- she was too busy.I got to know the principal of the university when I translate materials for him.With an infinitive,get can also mean on gradually acquires something or gradually becomes aware of something.e.g. You will get to speak English more easily as time goes by.He is nice when you get to know him.Paras 12-14, para 15T arranges Ss into several groups and asks the following question:Can you underline sentences containing the word “bridge” and explain them?1. Despite my friend's warning against being taken in, despite everything I've learned, I find that I'm not only willing, but positively eager to buy that bridge she mentioned. (Para 12)Although my friend had warned me not to believe in the stories about any incredibly successful woman, I am still willing to believe that they are true.2. Then I'll tell her a story: the tale of a woman who bought her own version of that bridge in Brooklyn and found that it was a wise investment after all.( Para 15)Then I'll tell her about myself: how I believed in superwomen tales and how this belief had encouraged me to attain my own goal.3. Underline words and phrases related to food in para 14 and understand their meanings.a. a piece of cake: sth. that is very easy to dob. we can’t have our cake and eat it too: can’t have both fish and the pawc. the old low-dream diet: Women always expect little, believing that you can’t have everything at onceIII. 小练习：Translation: (15 minutes)After explaining the details T may ask Ss to translate in class the following sentences with key words given to each sentence to see whether Ss have mastered the words.1. 詹妮浏览那份报纸时，一则奇怪的消息引起了她的注意。

新编英语教程6练习与答案高级英语（二）教与学指南Practice TestsforAdvanced English(2)主编张华鸿第五、六册本书的主要特点：1．2．前言编写本书的目的：目前英语专业三年级所使用的由上海外国语大学李观仪教授主编的〈新编英语教程〉紧扣精读课文编写练习，实用性、针对性强。

对于同义词辨析的练习配以详尽的解释和相应的例句，旨在帮助学生真正弄懂并掌握这些词的用法。

3．设计了旨在提高学生语言运用熟练程度的系列练习，分别为：一、英语释义二、英语句型转换三、汉译英四、完形填空五、成段改错4．练习均配有参考答案。

本书由张华鸿主编。

高华老师负责编写同义词辨析部分；郑艳丽老师负责编写句型转换部分；张华鸿老师负责编写英语释义、汉译英、完形填空和成段改错四部分，以及全书的编排、设计、整合与审编定稿等工作。

本书承华南师范大学外国语言文化学院领导的大力支持，以及英语系高年级教研室全体同仁的热心帮助，编者在此表示衷心的感谢。

编者2021年1月于华南师范大学外文学院ContentsUnit One: *****S ERUPTSUnit Two: THE FINE ART OF ***** THINGS OFFUnit Three: WALLS AND *****SUnit Four: THE LADY，OR THE TIGER？Unit Five: THE LADY，OR THE TIGER？Unit Six: DULL WORKUnit Seven: BEAUTYUnit Eight: *****EUnit Nine: A RED LIGHT FOR *****WSUnit Ten: *****T-A *****ACYUnit Eleven: ON *****ING *****IPTS TOFLOPPY DISCS AND *****S TO *****NUnit Twelve: GRANT AND LEEUnit Thirteen: *****SMUnit Fourteen: THAT *****ING *****---NATUREUnit Fifteen: *****G AS **********3 16 28 40 53 65 74 84 98 114 131 147 163 175 191TEXT I Unit One*****S ERUPTSI. Paraphrase the parts underlined in the following:So the letter which you asked me to write on my uncle s death has made you eager tohear about the terrors and also the hazards I had to face 12I took a bath, dined, and then dozed 3had been earth 4Campania: but that night the shocks were so violent that everything fell as if it were notonly shaken but overturned.I don t know whether I should call this courage or 5on my part (I was onlyseventeen at the time) but I 6 and went on reading as if I hadnothing else to do.Up came a friend of my uncle s who had just come from Spain to join him. When hesaw us sitting there and me actually reading, he scolded us both ―me for my 7and my mother for allowing it.By now it was dawn [25 August in the year 79], but the light was still dim and 8The buildings round us were already 9and the open space we were in was toosmall for us not to be in real and 10danger if the house collapsed. This finally 11to leave the town. We were followed by a panic- stricken mob of peoplewanting to act on someone else s decision 12looks like 13who 14in a densecrowd.We also saw the sea sucked away and apparently forced back by the earthquake: at anyrate it receded from the shore so that 1516sand. On the landward side a fearful black cloud was 17of flame, and parted to reveal great tongues of fire, like flashes of lightning magnified insize.At this point my uncle s friend from Spain 18still more urgently: “If yourbrother, if your uncle is still alive, he will want you both to be saved; if he is dead, he wouldwant you to survive him so why put off your escape?”Soon afterwards the cloud sank down to earth and covered the sea; it had already 19Capri and hidden the promontory of Misenum from sight. Then my mother 20I looked round: a dense black cloud was coming up behind us, spreading over the earthlike a flood. “Let us leave the road while we can still see,” I said, “or we shall be knockeddown and 21in the dark by the crowd behind.”You could hear the shrieks of women, the 22some were calling their parents, others their children or their wives, trying to recognize them by their voices. People 23were some who 2425gods, but still more imagined there were no gods left, and that the universe was plungedinto eternal darkness forevermore. There were people, too, who 26inventing 27part was on fire, and though their tales were false they found others to believe them. A 28than daylight.I could boast that not a groan or cry of fear 2930dying with me and I with it.We returned to Misenum where we 31and then spent an anxious night alternating between hope and fear.II. Rewrite the followingFor each of the sentences below, write a new sentence as close in meaning as possible to1. We were followed by a panic-stricken mob of people wanting to act on someone else sdecision in preference to their own, who hurried us on our wayby pressing hard behindin a dense crowd.2. We replied that we would not think of considering our own safety as long as we wereuncertain of his.3. There were people, too, who added to the real perils by inventing fictitious dangers: somereported that part of Misenum had collapsed or another part was on fire, and though theirtales were false they found others to believe them.4. I could boast that not a groan or cry of fear escaped me in these perils, had I not derivedsome poor consolation in my mortal lot from the belief that the whole world was dyingwith me and I with it.5. Several hysterical individuals made their own and other people s calamities seemludicrous in comparison with their frightful predictions.Compared with several individuals frightful predictions, the calamities____________III. Translate the following into English1. 还未等我们坐下来喘息，夜幕已经降临，这黑暗使你觉得不是在无月色或多云的夜晚，而像是在灯火熄灭的紧闭的房间里。

Book one Unit 6 Animal IntelligenceText AThe first time:The first period:I. Preview:1. Let the students be familiar with some important words and phrases in Text A, which will enable them to better understand the text: controversy, encounter, convince, suspicious, blank, relieve, figure out, assess, inaccessible, release, deceive and wipe out.2. Ask the students to search for some information about animal intelligence through Internet or the Encyclopedia while keeping the question in mind that whether animals do have intelligence and what kind of presentation they may show.3. Read Text A in general and paragraph 5&6 in Text B.II. Check the homework left last time when the fifth unit was finished.III. Introductory remarks (Ts’ words):In unit 5, we’ve talked about romance. Of course, it’s about the romance of us human beings. But, do we believe that animals will also fall in love? In this unit, Text B, we have examples showing that animals do have certain affections to the one of the same kind but the opposite sex. As we’ve read paragraphs 5&6 in Text B, the point has been proved in someway.Well, from the stories, we see that animals really have their own way of thinking. But, what animals really think? Do they have intelligence as we do?IV. Check the preview work through discussion:1. What’s the meaning of intelligence? And, what about animal intelligence?→Intelligence refers to the power of perceiving, learning, understanding, and knowing. It also means mental ability.As for animal intelligence, it involves such factors as the ability to learn, to solve new problems, or to create novel solutions to familiar problems and reasoning. The last one means that some animals have the ability to benefit from the experiences of others. That’s what we can find in the third story in Text A, that Towan is clever to do the similar trick as Melati.2. Ask Ss to tell some interesting stories concerning animals’ presentation of intelligence. Here are also two samples.→Story one: My parents once raised a dog named Doudou. One day, my father left his coat behind in the scallion field. Doudou stayed beside the coat until my father returned to the scallion field and looked for his coat. Then, he went home happily together with my father.Story two: Once in Yunnan Province, a boa saved the son of his master from a river.Ts may list some other animal behaviors to arouse the Ss’ interests:E.g.: Bees communicate a food source to other members of the hive by means of various “dancing”.Some other species can communicate by sight, taste or odor, electrical impulse (fish), or touch, and many animals have more than one system.Conclusion: From all above, we find that animals do display intelligence in some areas. Let’s read the text and find more examples of animal intelligence.V. Global reading tasks.The second period: Detailed reading Tasks:Part 1 (paragraphs 1-2)I. Let the students reread the first two paragraphs, and think about the questions:1.What is the traditional way to examine the intelligence of animals?→experiments designed to teach human signs.PS:For example, in one early study, the intelligence level of animals was measured in terms of the human capacities required to perform parallel acts. Such a method led to gross overestimation of intelligence of the animal being studied. (Ts may take this as part of the Background Information.)2.What is the author’s idea?→to observe the animal’s performance for their own purposesII. Difficult Sentences:1. Wondering whether there might be better ways to explore animal intelligence than experiments... not when scientists ask them to. (Paragraph 1)------ I want to know if there might be better ways to find out more about animal intelligence than those experiments which are designed to teach human language to animals. Then I realized one thing that seems to be very clear now. If animals can think, they will probably do their best thinking for themselves. Animals will not think very hard when scientists ask them to do so.2. Most do not study animal’s intelligence, but they encounter it, and the lack of it, every day. (Paragraph 2)----- Most of the zookeepers do not research on animal intelligence, but they meet animal intelligence unexpectedly every day. They also meet the situation that animals show little intelligence everyday.3. The stories they tell us reveal what I’m convinced is a new window on animal intelligence: the kind of mental feats animal perform when dealing with capacity and the dominant species on the planet—humans. (Paragraph 2)----- The stories they tell us show something that I believe is a new aspect of animal intelligence. They tell us about the marvelous thinking that animals do when they deal with the situation of being caught and human, the most powerful species on the earth.III. Important Words and expressions:controversy over/about something encounter problems/difficulties/oppositions/resistanceconvince somebody of/to do something do one’s best thinkingserve one’s own proposePart 2 (paragraphs 3-6)I. Reread this part and do the exercises:1. True or false questions:a. Colo’s example indicates that some animals know quite well how to negotiate with the keepers. _T__b. Colo is a good bargainer, and this case shows that animals may really have intelligence. T_c. Mile’s experiment to teach Chantek to share things proves to be a great success. F_→Mile’s experiment to teach Chantek to share things proves to be a great failure.2. Ask the students to fill in the blanks with the information mentioned in this part, esp. the animals’ action. Then figure out the author’s purpose.a. Colo: Broke the key chainAuthor’s purpose:Animals know how to negotiate with people.b. Chantek: 1) Expanded the money supply by breaking plastic chips in two;2) Found pieces of tin foil and tried to make copies of metal chipsAuthor’s purpose: Animals can even handle the moneyIII. Difficult Sentence:Arriving on the scene, Jendry offered Colo some peanuts, only to be met with a blank stare. (Paragraph 3) ----- When she got to the place where Colo was, Jendry gave Colo some peanuts, but here good will was not well accepted and she got a blank stare from Colo.IV. Important Words and Expressions:a blank stare maintain eye contact raised the stakes careful bargainerspend on treats trade one thing for another catch up with somebody/somethingonly to do why (not ) do be suspicious of/aboutHomework: 1. Do the exercises of structure on pages 181&182. (only to do, why do/not do)2. Preview the left part of the text.The second time:Part 3 (paragraphs 7-10)I. Check the homework and go on to the new stories.II. Five minutes are given to the students to finish reading this part; two questions will be put forward.1. What did Orky do in this section?→Allowed somebody to stand on his head to reach up and release the baby2. What can you get from this example?→Animals can assess the situation and make a right decision.III. Difficult sentence:This is true, but I do not think it goes far enough. (Paragraph 7) ----- What behaviorist say is right, but I do not think their explanation helps very much.IV. Important Words and Expressions:in one’s interest make judgments emergency care go wrong assess based onthrive at throw up size up keep steady slide intoPart 4 (Paragraphs 11-12)I. Ask the students to read through this part quickly , then to answer the following questions.1.How did Melati and Towan play the trick on Shewman ?→Melati: Hid an orange in her other hand. Towan:Hid an orange underneath his foot.2.What did the author want to tell us？→Animal intelligence can be seen in their attempts to deceiveII. Let the students do some true or false questions according to Part 3 and Part 4.1.Behaviorists say that animals cooperate with human beings for their own benefit. ( T )ule believed that Orky, a killer whale, was the most intelligent animal she had ever seen. ( F )→Laule believed that Orky, a killer whale, was the most intelligent animal she had ever worked with.3.Some animals’intelligence can be seen in their attempts to deceive. ( T )4.Orky allowed somebody to stand on his head to reach up and release the baby because he had been trained to do so.( F )→Orky let somebody stand on his head to reach up and release the baby, but he had not been trained to do so.5.Animals can learn from each other in playing some tricks. Towan is a good example. ( T )III. Difficult sentence:Instead of moving away to get it, Melati looked Shewman in the eye and held out her hand. (Paragraph 11)------ Melati looked directly and steadily at Shewman without moving away to get it.Part 5 (Paragraph 13)I. While reading this paragraph, think about the function of the last paragraph. How do you understand it?→It concludes the whole passage--- animal intelligence not only exist but also plays a very important role in their survival. II. Difficult sentences:1. If life is about survival of a species---- and intelligence is meant to serve that survival--- then we can’t compare with pea-brained sea turtles, which were here long before us and survived the disaster that wiped out the dinosaurs.----- If the purpose of life is to survive and intelligence is for survival, then our intelligence can’t be compared with that of the pea-brained turtle. They were on this earth long before we human beings and they even survived the survived the disaster that destroyed thedinosaurs.2. … even if their horizons are more limited than ours.---- even though they can’t assess the world in the same way as we do because of more limited knowledge and experience.III. Important Words and Expressions in the two parts above:deceive somebody into doing something look somebody in the eye hold outinaccessible (get/have access to somebody/something ) move off hold one’s gaze steadilygive in be meant to do something wipe outPost-reading tasks:Ts may give a general conclusion about the whole text and answer the questions raised by the students.Homework: 1. Review the important words we’ve learned.2. Finish all the exercises in the book.The third time:I. Check the homework and do some exercises:a. Words Dictation:intelligence controversy encounter convince dominant suspicious blank negotiate maintain relieve undertake thrive emergency release evidence deceive survival disaster figure out wipe outb. Paragraph dictation: The following paragraph will be read three times; Ss should listen to the paragraph carefully for the first two times. For the third time, Ss should write down sentence by sentence of what they heard. Then check it.Why don’t birds get lost on their long flights from one place to another? Scientists have been puzzled over this question for many years. Now they fill in the blank.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly by night? Tests with artificial stars have proved that certain night flying birds are able to follow the stars in their long-distance flights. What do they do when the stars are hidden by clouds? Apparently, they find their ways by such landmarks as mountain ranges, coast lines and river courses. But when it’s too dark to see these birds circle helplessly, unable to get their ways.II. Deal with the exercises of Text A. (partly & selectively)III. Writing skills:The passages in this unit are expositions. The writing style is not strange to us since we have come to learn about it in Unit Two. The purpose of an exposition is to make something clear to the reader, and its focus is to explain, define and interpret. It is widely used in our daily life. Students’ attention can be directed to some writing techniques of an exposition.1. Using examples to support to a topic. For example, in this article, the author employs the stories of gorilla, three orangutans, and a killer whale to support his point.2. Using transitional devices to make a coherent writing.a. Headings and subheadings provide natural transitions between paragraphs and sections.For example, in this text we have three subheadings for three parts of the main body of the passage. They are: “Let’s Make a Deal”, “Tale of a Whale”, “Primate Shell Game”. The subheading directs readers’attention to another demonstration of animal intelligence.b. Transitional sentences.c. Conjunctions.The sixth periodText B Pre-reading tasksI.Before explaining text B, we will do some listening work together. Listen to the following passage carefully, then, answer the following questions.When lionesses give birth to their young, they usually have three or four cubs to a litter, and stay with them for about two years to protect them from danger when they are tiny, and to teach them the fine art of hunting. They have a very closely-knit family life. But when a lioness has her young she is usually in a very nasty protective disposition. But she is very patient and accommodating towards her cubs. A unique thing about lionesses is that they will nurse cubs from another litter besides their own. They never care less whose cubs they are.II. Ask two Ss to give a report about myquestion left last class. Do animals love each likehuman beings?(hint: some animals do love each other deeplyand faithfully. What’s more, their wooingmethods are even more fantastic. Their devotedaffection is touching to some degree. ) Onepicture about some animals’wooing methodswill be presented to help the Ss have a deepunderstanding of animals’ love.Global-reading tasks (15 minutes )I. Ss are given 10 minutes to finish scanning thetext, to count how many examples arementioned in the text. ( 5: Ado, a male parrot,Timmy, Coyotes, Tibby )II.Then ask the Ss to tell the organization of thetext.Part one: ( 1-2 ) Some animals do displayvarious feelings under different circumstances.Part two: ( 3-14 ) Concrete examples areoffered to prove that animals may fall in love.Part three: ( 15 ) Though rejectionremains, the fact that animals experienced, areexperiencing, will experience joy, anger, sorrow,and happiness everywhere. ( the seven humanemotions: joy, anger, sorrow, fear, love, hate, desire) ( 15 minutes )Starling:椋鸟blue tit:蓝山雀quack: 呱呱叫Detailed-reading tasksPart one: Group discussion1. After scan the fist part in two minutes, Ss have a discussion on the following topics:Topic one: what’s true love? Reference: Two persons must love, trust one another. They should help, care, and cherish each other in any case. If one is ill, disabled, or is dying, another is willing to accompany and take good care of her or him wholeheartedly, not to desert him or her. If necessary, one may dedicate his or her life to his or her lover.Topic two: How do you think animals nurse their babies affectionately?Reference: to a large extent, it should be thought as natural instincts.Homework: Ask Ss to read paragraph3, 5, 6, 7, 10, 12, and 13 carefully, and describe those animals’ behavior mentioned in three—four adjective phrases respectively.Ado in para3: silent, depressed, and alone Athan: indifferent, glad, happyTimmy: reluctant, excited, sad, hurt Coyote: affectionate, gentle, happyTibby: get lost, strange, nostalgicThe fourth timeI First check the answers of the homework left last class. Then go on with what we stopped last time.II. Structure:a. what about-----used to make a suggestion e.g.: What about dinner at my place next week?b. how about----used to make a suggestion about what to do e.g.: No, I’m busy on Monday. How about Tuesday at seven?How about doing somethingIII. Useful expressionsBe cautious about doing sth 干----时很谨慎prefer to do/doing 更喜欢prefer A to B 比起B,更喜欢AAdequate parental care 足够的亲本照顾 a sense of loss 失落感IV. ensure ( US insure ) assure guaranteeAssure: tell sb positively or confidently 向-----保证，cause sb to be sure or feel certain about ~ sb of sth 使确信E.g.: I ~ you they will be perfectly safe with us. Assurance n..保险Ensure: make sure guarantee 确保，保证 e.g.: Please ~ that all the lights are switched off at night.Guarantee: promise (usually in writing) in a transaction will be fulfilled e.g.: the watch comes with a year’s ~.Part twoI. Ask the Ss to underline Ado’s, Athan’s，Timmy’s, coyotes’, and Tibby’s behavior respectively in the text. Then tell us theimplied meaning.Ado behavior: He stood…body, he hung his head…became vacant. didn’t have heart…sharply. Pulled himself together …another mate.Implied meaning: fell sorrowful and a sense of loss.Parrot: behavior: ignored a fine-feathered young female but thought an older female in extremely poor condition was the love of his life. The two birds…eventually produced young.Implied meaning: Instinct may…they will love.Timmy: behavior: declined to…at once.Implied meaning: Many species…of their species.Coyotes: behavior: Observations indicate that…sexually active. Pairs can be observed…curled up to sleep.Implied meaning: There is evidence… each other.Tibby：behavior Tibby made a habit…village. She tried to…his house. Acted strangely, even trying to follow him indoors.Implied meaning: An animal raised… when it grows up.II. Important language points :Lay ~ sth aside: put sth aside lay-off: dismissal of a worker, esp for a short time. Layout: arrangementVacant:not filled or occupied a ~ post blank: a ~ stare, look, a ~ mind 茫然的心情Compare A to B 把A 比成B compare A with B 把A和B向比较Shed/cast light on sth: make sth clear or easy to understandIII. Let the students translate the following phrases into Chinese:Put human emotions in animals 赋予动物人类的情感Cross the bridge of reality 逾越现实的鸿沟Whatever distinctions may be made between the love of two people and the love of two animals, the essence frequently seems the same. 无论人类的男欢女爱与动物雌雄相悦之间有多少取别，两者的本质常常是一致的。

第一课1.让我给你介绍落后科技。

它是先进科技的对立面。

先进的科技让我们更有效地利用新事物或是旧事物。

相反，落后科技则会使那些本来简单快捷的做事方式变成新和浪费。

更糟糕的是，它会鼓励我们做那些不需要的事，使浪费变得可敬，值得做，诱人，甚至是有趣。

2.几个星期前，新闻周刊报道了电子书的一个爆炸新闻。

这个创意是你可以把书装在可以接通你电子书电脑的光盘上。

这是落后科技的极佳创意。

一方面，你得买个价值900美元或900美元的，可以装满20本你最喜欢阅读书的书本阅读电脑。

这很繁琐。

如果你带它去沙滩，它可能会摔在地上。

你不能把当做枕头去用。

如果在厨房柜台上滑倒，还会打碎。

3.另一方面，你可以买本旧书。

它会便宜，更方便，不容易碎，还很耐用。

你可以借出去，甚至是陌生人。

如果你不喜欢它，可以不去考虑你曾经买了它而恨自己去不读。

弄丢了，也不是件多么伤心的事。

4.支持科技回归是因为电脑有一天将整个图书馆压缩在芯片或是光盘上，从而，给几乎任何人开放巨大信息的影像。

带来的麻烦是算术和常识问题。

一个藏书2000册的学校图书馆理论上可以同时服务两千人。

而装有一个搜索200000册图书的电脑终端的学校图书馆一次只能服务一个读者。

电脑成了瓶颈。

当然，图书馆可以买更多的电脑，但那比图书更笨重和浪费。

最终形成一个共识：大多数人真的需要这种途径，比如说，纽约公共图书管的整个收藏吗？5.另一个科技倒退的例子是新闻稿录像。

就我而言，我们总是围绕在产品，政治和治安的新闻下。

还有一些促销新闻录像。

代替一张10美分的新闻，它的花费是两天去准备，并花29美分去邮寄，我可以得到一个4.5美元的磁带，它的花费是2美元邮寄，2个月去准备。

在没有完全了解前，我可以在10到15秒内阅读一份标准的新闻稿。

但录像可以直接扔。

去游览它们需要一台录像机，花5到10分钟去观看。

不好意思，没有销售。

这个录像得不偿失。

6.我不准备去争论所有科技都不好。

上帝，没有。

我们身处显而易见科技的巨变下。

Unit 6 The Pace of LifeTest A Old Father Becomes A TerrorObjectives:Students will be able to:1.V ocabulary in language focus. Be sure that students memorize them and know how to utilizethem.2.Learn how to construct an argumentation.3.Learn how to employ writing skills such as exemplications, quotations, figures, compare andcontrast, cause and effect, etc. to make an argumentative paper persuasive.4.Lead students to understand causes of the feeling of time famine, the solutions to it andeventually how to put them into practice in our daily life.First periodPreview assignment:1.Preview the new words and expressions in the text.2.Grasp the main idea and structure of the text; pay attention to the topic sentences in each partand make a note of the transitional devices.3.Try to underline the reasons/causes to the feelings of time famine, the reactions to time famineand the crux(症结)of the problem and its remedy proposed by the author in the text.4.Before class collect phenomena of the modern life (the students are expected to report them inclass.)I.Listening practice 15minsListen to the passage and then answer questions:Harvard University: Established in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony, Harvard was named after its first benefactor, John Harvard, of Charlestown, Massachusetts. Upon his death in 1638, the young minister left his library and half his estate to the new College. In 1639, in recognition of John Harvard's bequest, the Great and General Court ordered "that the colledge agreed upon formerly to be built at Cambridg shalbee called Harvard Colledge." Founded 16 years after the arrival of the Pilgrims at Plymouth, the College has grown from 9 students with a single Master into a University with an enrollment of more than 18,000 degree candidates.1. When did Harvard University established? (Answer: 1639)2. How did the University get its name? (Answer: Harvard was named after its first benefactor, John Harvard, of Charlestown, Massachusetts.)3. How many candidates now in University?(Answer: an enrollment of more than 18,000 degree candidates.)II.Cultural Notes:15mins1.Richard Tomkins (see reference book page 56)2.Technology (see reference book page 57)3.Stress in the workplace (see reference book page 57&58)4.Henley Centre: founded in 1974 by academics associated with the Henley Management Collegein Oxfordshire, notably the economist James Morrell. It was originally known as The Henley Centre for Forecasting, with a focus on business forecasting. It was initially run as a non-profit organisation in partnership with the management college, before becoming privately owned in the early 1980s. It was acquired by WPP in the 1990s and now sits within the Kantar Group,WPP’s information, insight and consultancy division.5.McDonald’s is the world's leading food service retailer with more than 30,000 restaurants in 118countries serving 46 million customers each day. It also serves the world some of its favorite foods---world famous French Fries(炸薯条) Big Mae(巨无霸)Chicken McNugges(麦乐鸡块)and Egg McMuffin（猪柳蛋汉堡包）II. Check the preview work (ask several students to tell the phenomena they collected of the modern life) 30minsSuggested answer:First, all people nowadays seems to be too much in a rush to spare enough time for one another. The pace of life is so high in this society that we have no time and energy to enjoy the sunshine every day. We are busy doing important businesses and working or buying houses. Time always seems to be limited and not sufficient at all. As a result almost all people feel the pressure of time. It seems that all the things in life is necessary and important for us to do that we can’t spare even half an hour to enjoy the warm sunshine outside. Second, science and technology plays a rather important part in our life, which on the one hand makes our life comfortable and convenient, but on the other hand makes our human beings develop a kind of abnormal dependence on modern scientific products. For example, we carry mobile phones to keep in touch with others, without it we may feel isolated and helpless. Third, more and more people complain that they are under a large amount of stress from work, study or simply from life. According to surveys many people feel exhausted, frustrated and even depressed.Teacher may sums up and leads into the Text by saying:True as the pace of our life is quickening ever faster, we all seem to be so busy, we seem forever on the go. Many people would ask: how are we to cope with so many things in so little time? But have you ever reflected on the reasons why we become so? Why we become so time pressed? What's the crux and is there any solution to prevent "old father Time becomes a terror"? Now, in the following periods we will see our author Richard Tomkins’ explanation. To begin with, we’ll see the organization of his writing.III. Analysis of the text structure 25minsIn many ways we can see that this piece is a rather persuasive argumentative paper, which much probably can be found in the editorial or comment section where journalists and others contribute regular or occasional columns reflecting on topical issues. Here in the initial part (paragraph 1-11), first by pointing out that we were wrongly estimated we would have more spare time with the help of technology, the writer proposes the problem of the pressure of time and present three reasons why we feel so time-pressed nowadays. Then in the second part (paragraph 12-18), the author goes on to concede that not everybody is affected to the same extent, that is, an exception: not everyone is time-stressed, and in the case of Americans they have actually gained more free time in the past decade. Next comes to the third part (paragraph 19-23), in which our author percepts a variety of reactions triggered by the time-famine. Finally in the last part (paragraph 24-28) the author pins down the crux of the problem and puts forwards a remedy for the stress we feel.(Note: in another way, our teacher can take the following form---ask student to fill the blanksIV1. Read part one carefully after class, and then find out the reasons why people feel time-pressedtoday.2. Summarize how the author lists facts to convince us of the unfavorable effects technology hashad on our lives.3. Read part three and underline the reactions provoked by time-famine.4. Try to list all writing skills employed in the text, such as quotations, figures, etc.Second periodExercise 15minsDictation:As the pace of life continues to increase, we are fast losing the art of relaxation. Relaxation is essential for a healthy mind and body, but stress is a natural part of everyday life and there is no way to avoid it. In fact, it is not the bad thing it is often supposed to be. A certain amount of stress is vital to provide motivation and give purpose to life. It is only when the stress gets out of control that it can lead to poor performance and ill health.Detailed Text Analysis: 70minsI. Part One 35minsStudents scan part I and then answer the following questions:1. What are the reasons that cause people feel time pressed today?Answer: 1) technology (paragraph 2 " But instead of liberating us, technology has enslaved us.")2) Information exploration (paragraph 7 "Technology apart, the Internet points the way toa second reason why we feel so time-pressed: the information exploration."3) Rising prosperity (paragraph 11 "There is another reason for our increasing time stresslevels, too: rising prosperity.")2. According to the author, has technology made our lives easier or more burdensome? Howmany facts does the author list in order to convince his readers?Answer: According to the author, technology has made our lives more burdensome. Apart from cramming work into our leisure time, it has also provided us with new burden such as spending hours in fixing software glitches on computers and filling our heads with useless information from the Internet.Facts are valuable as evidence that enhances the persuasive force of an argumentative paper. In the text, the author lists a number of facts to try to convince the readers of the unfavorable effects technology has had on our lives.Supporting facts in part one:1) The motorcar brings more traffic problems than it promises to solve.2) The air craft creates a high demand for time-consuming journeys that we neverdreamed of.3) The washing machine, contrary to our expectations, multiplies the hours spent on washingand ironing.4) Instead of making our lives easier, technology goes so far as to cram extra work into ourleisure time.5) Technology produces the new burden of dealing with faxes, e-mails and voicemails.6) Technology eats further into our time by forcing us to handle software glitches oncomputers and filling our heads with useless information from the Internet.3. What writing skills are used to enhance the persuasive force of the author's arguments in partone?Answer: i. Compare and contrast:para 1 & 2---technology, not liberated us but has enslaved us.para 8 & 9and10---through figures, we see the contrast between old days and new time,that is, why we say the information exploded.ii. Facts and examples to illustrate one's view:eg. In part one, there are a number of facts were listed to illustrate the unfavorable effects technology has had on our lives.(see Question 2 above)4. Language study in this part:on the go, cope with, set about sth./doing sth.(no passive), a large quantity of, free from, eat into, in reality, pour in, a handful of, amount to, stress (on), prosperity, oblige, oblige(sb.)(with sth./by doing sth.) abundance, in abundance, abundance of, confusion.II. Part Two15minIn this part the author displays his familiarity with the complexity of the problem, so he makes a concession, pointing out the exception: Not everyone is time-pressed, and Americans have actually gained more free time in the past decade. The following questions are for students to know this part better.1. What is "stress envy"? What do you think are the possible sociological motivations behind it? Answer: "If you're not stressed, you're not succeeding. Everyone wants to have a little bit of this stress to show they're an important person." (Paragraph 14) / In other words, feeling time stressed can bring a kind of sense of importance of oneself. This has its sociological motivations; maybe it is because people think only person of importance will have many things to deal with, and therefore will feel time starved. Or, generally only the people have nothing to do or achieve nothing will not be bothered by time famine. So people have a sense of "stress envy".2. What writing skills are used to enhance the persuasive force in this part?Answer: contrasts and quotations.Take quotation for example:In this part, our author seeks support from the use of quotations from a number of different people, not ordinary one but the well-known ones or experts. These quotations are provided together with the name of the person and background information on them. These details add human interest and support the argument by reference to the utterances of someone who would appear to be in a position to know. Another thing to be notice is, as the quotations record spoken rather than written English, the tone of language is often colloquial, which is rather different from a more purely academic essay.3. Language points in this part:confusion, volunteer, perception, appliance, distribution,III. Part Three 10minsQuestions for students:1. What are the reactions triggered by time famine?Answer: 1) “An attempt to gain the largest possible amount of satisfaction from the smallest possible investment of time.”(para 19)2) “People are also trying to buy time.”(para 21)3) “A third reaction to time famine has been the growth of the work-life debate.”(para 22) 2. What writing skills are used to enhance the persuasive force in this part?Answer: Cause and effect; quotationsTake cause and effect for example: In this text, the pressure of time felt by people is the cause, which arouses a variety of reactions among them. And quotation in this part (para 19&20) was used to prove that people value “quality time” and they become upset when time is wasted.3. Language points in this part:provoke, a variety of, domestic, spring up, futile, divertIV. Part Four 10minsQuestions for students:1. What is the crux of the problem? What about its remedy and the key solution?Answer: The author in the last part (in paragraph 24) pins down the crux of the problem as “the stress we feel arises not from a shortage of time, but from the surfeit of things we try to cram into it.” A successful remedy lies in understanding the problem rather than evading it---the global village is a world of limitless possibilities, and we should not expect to know everything in this world. The key solution is we human beings should have fewer desires. “W e need to set boundaries for ourselves, or be doomed to mounting despair.”2. Language points:a shortage of, switch off, be doomed toV. Homework: 5mins1. Review words and expressions of this Unit2. Prepare a class report on the topic of stress (about 130 words).3. Finish exercises after text A4. Previewing task:1) Read through the text and analyze the text structure;2) Have an after-class discussion on how much pressure we have to stand for in our daily lives.3) Have an optional writing entitled "The Ways We Cope with Time Pressure".Third periodI.Class report (two or three students is ok.)15minsSuggestion: Teacher asks students to rewrite their class report into an essay within 150 words. Suggested passage for teachers:Title: On StressIn our society, almost all people are under various kinds of stress. It is no wonder that stress has been shown to be one of the leading causes of health problems and under high stress conditions for an extended period of time stress can result in serious health problems and even premature death in an individual.While a certain amount of stress is good for a person and builds character, extended stress not only causes health problems but reduced work performance in an individual. Stress is a natural part of everyday life and there is no way to avoid it. In fact, it is not the bad thing as it is often supposedto be. A certain amount of stress is vital to provide motivations and give purpose to life. It is only when the stress gets out of control that it can lead to poor performance and ill health.If we are to survive in an ever-accelerating world, it is imperative that we learn to cope with the increasing pressure of change. If we do not, it is more than probable that we will find ourselves sucked into a downward spiral, desperately trying to manage in an increasing unmanageable world. II.Check of homework, including words and expressions, and our teacher should provide necessary explanation when going through the exercises after Text A 30minsText B Life in the Fast LaneFor Teachers’ leading words for this Text:As the pace of life in today's world grows ever faster, we seem forever on the go. With so much to do and so little time to do it in how can we struggle to save time? And does it make any sense? This text talks about untangling the problem and comes up with the answer.III.Check Ss' previewing work by asking them the following questions :( 10 minutes)---- How does the author state out his topic?---- How does the author challenge the traditional and widely accepted concept of timesaving? Suggested summing up words for Ts:In para1--11, the author states out his topic by listing a large number of facts.In para12-13, the author asks several questions and provides the answers to them, through the questions, the author's viewpoint gets quite persuasive.IV. Then, T asks Ss form groups to discuss the topic-- timesaving :( 25 minutes) In class, Ss can form groups of three or four to discuss and report how they save time in their daily lives. T lists those methods on the blackboard and reminds Ss to keep these methods in mind when they study the text, and see how many of them are mentioned in the text. (25 minutes) Suggested answers:1. Have their breakfast in classroom;2. Listen to the radio while doing their homework;3. Buy some fast or instant food instead of dining in the dining hall;4. Read books on their way to some places by bus. etc.From the methods we adopt in our daily lives, can we achieve such a conclusion: in order to save time, we always try to finish several tasks at the same time, which is also called multitask.Vlead Ss to focus on some topic sentences; therefore, they may grasp the main ideas of each para, which is helpful to the text division and idea grasping.Fourth periodI. Detailed Text Analysis :( 35 minutes)i. Part one: The topic is figured out by listing some phenomena of the fast pace of modern life.1. The author skillfully includes in the first paragraph his feeling on the modern life. Our teachers can first present the following questions to Ss:1) What does the author mean by saying "We are in a rush. We are making haste. A compression of time characterizes many of our lives"?He inclines to say that our lives today are in the fast lane, and everyone has to be quick.2) Why does the author list a large number of facts in para2-11?They are supportive details, which are used to illustrate author's point in para1.Then, T summarizes those details’ importance in the illustration of the topic.2. Important words and phrases of Part One:haste n. quickness of movement; hurry 急忙；匆忙e.g. Make haste!(= hurry!) 赶快。

Unit 6 A World of MysteryIn-Class Reading The Bermuda Triangle百慕大三角1 1945年12月5日，佛罗里达州的劳德代尔堡，天气晴朗，由五架美国海军飞机组成的第19飞行分队从这里起飞。

机上共有14名机组人员。

飞机状况良好；机上装有当时最好的设备，包括罗盘和无线电设备，还携带有救生筏。

飞机可以在水上漂浮90秒钟。

飞机起飞一个半小时后，劳德代尔堡的指挥塔台听到了从其中一架飞机传来的无线电信息。

2 “我不知道我们现在所处的位置。

”3 之后飞机再也无法和指挥塔台通话，但是飞机之间可以通话，而且指挥塔台也能听到他们的通话。

4 “磁罗盘简直疯了。

”5 “我们完全迷失了方向。

”6 从这之后没有收到其他任何信息。

再也没有其他任何人收到过这些飞机的消息或看到过它们。

300架飞机和许多船只搜索了该地区，但没有找到第19飞行分队的任何踪迹。

而且其中一架被派去搜寻的飞机也彻底失踪了。

7 这些飞机是在西大西洋上一个非常神秘的地方失踪的，在这里已经发生了许多奇怪的事件。

这种神秘现象在1945年之前很久就已经出现了，而且自那一年以来，又有许多其他船只和飞机在这一地区失踪。

这一地区被称为百慕大三角，是大西洋上一个巨大的三角形海域，其北端是百慕大岛。

8 飞机和船只在世界的其他地方也会失踪，但是百慕大三角内发生的失踪事件要比其他地区多。

多年来科学家们和其他人士对这一神秘现象感到困惑不解。

人们做了许多努力，试图解释为什么有这么多的人、飞机和船只在这里失踪。

9 作家约翰·斯宾塞认为，这些船只和飞机被来自另一行星上的飞碟或不明飞行物从海上和空中劫走了。

他的看法是，既然宇宙里有数百万其他行星，那么在宇宙中的某些地方肯定存在其他有智慧的生物。

这些生物喜欢收集人类及其设备，以便仔细观察研究。

10 另一种理论认为，该地区的地理状况是造成船只和飞机失踪的罪魁祸首。

百慕大位于地震带。